Information Sharing in Face-to-Face, Teleconferencing, and Electronic Chat Groups

Graetz, Kenneth A.; Boyle, Edward S.; Kimble, Charles E.; Thompson, Pamela Kleibrink; Garloch, Julie L.

doi:10.1177/1046496498296003

Cited by 129 publications

(78 citation statements)

References 33 publications

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“…The conclusion above is also well aligned with the consistent empirical finding that e-communication in general is perceived as more ambiguous than face-to-face communication [3], [18], [22], [24], [27], [57]. While there are studies that show that individuals can voluntarily or involuntarily compensate for this increase in communication ambiguity by means of constructing better thought out messages [18], [62], and by becoming familiar with the medium and their partners [3], [22], to the best of our knowledge there have been no studies suggesting that the suppression of media naturalness elements causes a reduction in communication ambiguity (i.e., the opposite effect to what we hypothesize here).…”

Section: Effects Of Media Naturalness On Communication Attributessupporting

confidence: 82%

Media Richness or Media Naturalness? The Evolution of Our Biological Communication Apparatus and Its Influence on Our Behavior Toward E-Communication Tools

Kock

2005

IEEE Trans. Profess. Commun.

328

250

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Abstract-E-communication in businesses hasThe main goal of this paper is to extend prior research on human evolution and behavior toward technology [16], [17] and offer a solid theoretical basis on which the mixed findings above can be understood. The paper provides an alternative to the media richness hypothesis, referred to here as the media naturalness hypothesis, developed based on Darwin's theory of evolution by natural selection. Like the media richness hypothesis, the media naturalness hypothesis has important implications for the selection, use, and deployment of e-communication tools in organizations. However, unlike the media richness hypothesis, it is argued

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Section: Effects Of Media Naturalness On Communication Attributessupporting

confidence: 82%

Media Richness or Media Naturalness? The Evolution of Our Biological Communication Apparatus and Its Influence on Our Behavior Toward E-Communication Tools

Kock

2005

IEEE Trans. Profess. Commun.

328

250

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“…This is problematic for two reasons. The first is that rational choice theories seem to explain communication media perceptions and choice in a limited yet reasonably robust way under specific circumstances (Allen and Griffeth 1997, Daft et al 1987, Graetz et al 1998, Straub and Karahanna 1998, which provides justification for attempts (carried out more than 10 years after the original development of those theories) to expand and refine them (Carlson and Zmud 1999) as well as to combine them with social theories (Trevino et al 2000). The second reason is that the 1990s have seen the development of theories that emphasize the influence of technology features-not social elements-on CMC behavior that have little to do with the social presence and media richness theories.…”

mentioning

confidence: 99%

The Psychobiological Model: Towards a New Theory of Computer-Mediated Communication Based on Darwinian Evolution

Kock

2004

Organization Science

384

315

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T his article reviews theories of organizational communication with a special emphasis on theories that have been used to explain computer-mediated communication phenomena. Among the theories reviewed, two-social presence and media richness-are identified as problematic and as posing obstacles to future theoretical development. While shortcomings of these theories have been identified in the past, some of these theories' predictions have been supported by empirical evidence. It is argued that this theoretical dilemma can be resolved based upon principles derived from a modern version of Darwin's theory of evolution by natural selection and the application of those principles to the understanding of human evolution. A new theoretical model called the psychobiological model is developed, which predicts variations in cognitive effort in computer-mediated collaborative tasks. The model proposes that there is a negative causal link between the "naturalness" of a computer-mediated communication medium, which is the similarity of the medium to the face-to-face medium, and the cognitive effort required from an individual using the medium for knowledge transfer. The model also states that this link is counterbalanced by what are referred to as "schema alignment" and "cognitive adaptation." The schema alignment construct refers to the similarity between the mental schemas of an individual and those of other participant(s). The cognitive adaptation construct refers to an individual's level of schema development associated with the use of a particular medium. Finally, the model states that the degree to which the medium supports an individual's ability to convey and listen to speech is particularly significant in defining its naturalness, more so than the medium's degree of support for the use of facial expressions and body language. An example is offered of how the psychobiological model can be tested in the context provided by the customer support area of an online broker.Key words: computer-mediated communication; communication media; media richness theory; schema theory; human evolution IntroductionSome of the most significant turning points in human civilization have been marked by technological innovations that have increased our ability to store, transport, and communicate information and knowledge. From cave paintings to the printing press to e-mail, innovations in communication technologies have significantly changed how we interact with others and with whom we interact. Modern communication technologies that rely on the processing power of computers challenge conventional notions of media and its use. It is estimated that there are hundreds of millions of Internet users creating entirely new social situations and communication behaviors. The use of communication technologies for work is commonplace today. Computer-mediated communication (CMC) is becoming an integral part of our lives at work and at home. The impact of CMC at work has been the target of intense research, particularly since the 1990s; this interest ...

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“…Ces outils permettent un dosage entre le synchrone et l'asynchrone de manière à faciliter les communications et la collaboration. Certaines technologies ont un potentiel plus important que d'autres pour faire voyager l'information, que ce soit sur le plan des émotions ou de la compréhension du sens et des intentions, ce qui permet une compréhension plus complète et efficiente du message (Graetz et al, 1998). Le premier moyen retenu, la vidéoconférence, favorise les échanges en temps synchrone, ce qui facilite l'adhésion et l'engagement au projet, de même que les communications.…”

Section: Le Réseau Et La Communauté D'apprentissage Professionnelle :unclassified

L’accompagnement d’une communauté d’apprentissage professionnelle en réseau au service du développement professionnel de ses membres

Hamel

Turcotte

Laferrière

2013

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Les communautés d’apprentissage professionnelles sont vues comme une force de changement de l’intérieur même de l’école (DuFour et Eaker, 1998). Elles sont présentes dans une école qui cherche à s’améliorer et à réfléchir sur son rôle – au Québec : instruire, socialiser et qualifier – dans l’apprentissage des élèves et leur réussite scolaire. Le réseau Internet, pour sa part, est reconnu pour l’accès à des ressources, à des personnes, et vu comme une force de ralliement et de collaboration. Quelles incidences a pu avoir la combinaison de l’utilisation du réseau et de l’application des principes de la communauté d’apprentissage professionnelle sur une petite école dans une région éloignée du Québec? Notre étude ethnographique, au moyen de l’observation participante, a conduit au repérage des attributs de la communauté d’apprentissage professionnelle que le réseau Internet a permis de soutenir et de stimuler. Ce développement professionnel en réseau a été proposé à des enseignantes d’une très petite école primaire/secondaire du nord du Québec. L’étude fait ressortir les suites de l’accompagnement en réseau sur cette communauté, notamment la satisfaction des personnes participantes, de même que les retombées sur les compétences professionnelles des enseignantes.Professional learning communities are seen as a force for change within the school (DuFour and Eaker, 1998). They are found in schools that seek to improve and reflect on their role – in Québec: to instruct, socialize and qualify – in relation to student learning and academic success. The Internet is known for providing access to resources and people, and as a force for collaboration and bringing people together. What impacts could the combination of the Internet and professional learning communities have on an elementary school in a remote area of Québec? Using participant observation, our ethnographic study identified the attributes of a professional learning community supported and stimulated by the Internet. This professional development network was offered to teachers in a very small elementary/secondary school in Northern Québec. The study highlights the impacts of the support network on this community, including participant satisfaction and the impact on teachers’ professional skills.Las comunidades de aprendizaje profesionales se perciben como una fuerza de cambio al interior mismo de la escuela (DuFour y Eaker, 1968). Están presentes en una escuela que busca mejorar y reflexionar sobre su rol –en Quebec: instruir, socializar, calificar- en el aprendizaje de los alumnos y en su éxito escolar. En lo referente a la red internet, es reconocida gracias a su acceso a los recursos, las personas y como una fuerza de adhesión y de colaboración. ¿Qué incidencias han tenido la combinación de la utilización de la red y la aplicación de los principios de la comunidad de aprendizaje profesional sobre una pequeña escuela de una región alejada de Quebec? Nuestro estudio etnográfico, gracias a la observación participante, permitió identificar los atributos de la comu...

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Information Sharing in Face-to-Face, Teleconferencing, and Electronic Chat Groups

Cited by 129 publications

References 33 publications

Media Richness or Media Naturalness? The Evolution of Our Biological Communication Apparatus and Its Influence on Our Behavior Toward E-Communication Tools

Media Richness or Media Naturalness? The Evolution of Our Biological Communication Apparatus and Its Influence on Our Behavior Toward E-Communication Tools

The Psychobiological Model: Towards a New Theory of Computer-Mediated Communication Based on Darwinian Evolution

L’accompagnement d’une communauté d’apprentissage professionnelle en réseau au service du développement professionnel de ses membres

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